The children in my group were participative and I remember how quickly we bonded during session 1! During the programme, 2 facilitators would take turns to lead different activities while the remaining facilitators attached ourselves to 1 or 2 children each. This allowed us to be the most competent in the activity that we were leading and guide the children during the other activities when we were not leading. Although the time spent was efficient, there were moments when some children were confused or less active. Luckily, my group members and I identified them quickly, gave them our attention and brought them back on track. Hence, I believe my group was well-organized and we showed great teamwork!
Strategy: Leading in pairs
My group’s dynamics truly impressed me in session 2. That session, we were shocked to have less than 20 minutes to complete our activities. However, my group remained flexible and we adapted our session plan quickly to accommodate to the situation. According to Benson (2001), our flexibility and adaptability were the result of our small group size which reduced our length of time to solve problems. Also, it was remarkable to see how every member in my group fit into at least one category of the Group Communication Roles. I remember encouraging ideas to be shared and assigning responsibilities to different group members, so I can definitely identify myself with an Encourager and a Gatekeeper. Ultimately, I am proud of my group’s dynamics and that I got closer to them through this experience!
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References
Benson, J. F. (2001). Working more creatively with groups (2nd ed.). London, UK: Routledge